Tecnologias Aplicadas à Educação Matemática: Contribuições para o Processo de Ensino-Aprendizagem da Matemática Financeira

Abstract

The use of technology in the teaching of Financial Mathematics is considered an educational proposal that aligns with Mathematics Education, which is highly necessary for the formation of local or global citizenship. In this regard, propose the use of didactic instruments in Mathematics classes, can contribute to overcoming learning barriers and difficulties. Therefore, the proposed problem for this research was: What is the knowledge of 9th grade Mathematics teachers about technological resources, considering their application for learning through the use of electronic spreadsheets in the teaching of Financial Mathematics? The general objective of the research was to understand the knowledge of 9th grade Mathematics Teachers on the technological resources of electronic spreadsheets, in the teaching of Financial Mathematics for student learning. The theoretical discussion is based on three categories: Mathematics Teaching; Formation in Cyberculture by Levy (1999). Technological Resources: in the teaching-learning of Financial Mathematics Neto (2019); and Mathematics Learning: Middle School - 9th Grade in Brazil (1998). It was found that the teachers had no technological training and only used data shows to present the question statements. Specifically, difficulties were noticed in applying spreadsheets to explain financial mathematics. We are living in a new technological era, and this poses one of the great challenges in education. It is necessary to create spaces for critical development regarding the use and appropriation of these communication and information technologies. Thus, it is pointed out, among many actions, the continuous professional development of in-service teachers as one of the alternatives to better support them. The contributions of technology-based projects to meaningful learning can also favor the expansion of teachers' perceptions and enhance their learning.